Paper Title
Implementing of Bloom Taxonomy in Learning, Instructing and Evaluating: Current Practices in the Faculty of Education in MEDIU

Abstract
This paper aims to examine the degree of implementing Bloom Taxonomy in learning, teaching and assessing in Faculty of Education in Al-Madinah International University. Three questions and two null hypotheses guided the study. A total of 147 students and 8 lecturers in the Faculty formed the sample. Data were collected using observation, survey and competence test. Qualitative and quantitative methodologies were used for data collection and interpretation. The findings revealed that the learning materials are mainly theory oriented and mostly covered those contents usually common in examinations. Most of lecturers are aware of the Bloom Taxonomy, but mostly, they are not using it in teaching/learning. In students’ assessment, the test-items assess at the level of remembrance. The effect of these practices is reflected in students’ competence test performance. This paper throws more light on how Bloom Taxonomy should be practiced and makes recommendations on frequent training for lecturers. Keywords - Outcomes Based-Education (OBE), Bloom Taxonomy, Teaching, Instructing and Assessment, Higher Education, Al-Madinah International University (MEDIU).